Academic Advising Sample Calendar

During the shift to distance learning during the spring 2020 semester, the department of hospitality management decided it was important to build on our SRD plan. We expanded our SRD team and developed the Academic Advising Task Force. Because the many changes we made to our practices we found that creating a calendar of activities would be useful.

We are happy to share our calendar with you.

calendar Spring 2021

ARCH TECH Plan spring 2021

Arch Tech plan week. ARCH TECH Plan spring 2021

  1. Arch Student Advising

A robust Advisement Spine has been developed by the department of ARCH TECH to keep students informed and current about different program options and career paths. Some of our ongoing initiatives are:

B. ARCH  | B TECH Advisement 01

During the Students 3rd semester an advisement session is held in all Design 3 courses. The B. Arch Program Director visits all sections to review and distribute general information about the program options and B. Arch application guidelines.

Materials Distributed during the Advisement 01 session:

B. ARCH  | B TECH  Advisement 02

During the Students’ 4th semester an advisement session is held in all Design 4 courses. The B. Arch Program Director visits all sections to review and distribute detailed information about the program options and B. Arch application guidelines. At this time, all students are required to sign-up for a one on one advisement session with a full-time faculty member to discuss their options and help them plan and map a trajectory based on their career goals.

Materials Distributed during the Advisement 02 session:

Academic Advising In-Class Academic Advising

The SRD representatives, John Akana and Robert Walljasper* analyzed their department’s practices and built on an in-class academic advising practice that was good but needed to be improved and standardized. The goal of the in-class academic advising sessions is to introduce tools and best practices to students as they enter the program. The slides included here are used in the HMGT 1101 class and a modified version is used in the HMGT 3501 class, a course that includes many transfer students from AAS programs.

Does your plan include in-class advising sessions? What courses would you include in your in-class advising sessions?

*If you plan to create your own in-class advising session based on these slides, please credit John and Robert’s work as inspiration. They are both willing to speak about their philosophy or objectives with you.

Academic Advising Philosophy (Zory Marantz)

Three Words:

Understanding – Facilitating – Responsibilize

Academic Advising Philosophy:

I make sure that students are aware of the resources that they have available and follow up when necessary.

Academic Advising Plan:

I believe my work as an advisor is as a facilitator to help students approach academic advising as they would if they were a learner in a class: come with a plan to achieve academic success and a concept they need verified. I believe that disrupting the transactional/customer service style of advising will allow students to learn how to use academic advising tools and understand how to make their path to graduation as smooth as possible.

Personal Advisement Philosophy_Chen

Three words:

‚ÄúEffective, Accurate, Understanding‚ÄĚ

Personal Advisement Philosophy:

My advisement philosophy is to effectively and accurately provide career suggestions and degree advisements to students based on their status, preference, and needs. As an academic advisor, I believe understanding students’ needs and providing the customized advisements to support them in moving toward their goals are essential.

 

Personal Advisement Philosophy – Li Geng

Respect, Targeted, Honest

I think respect is an essential component to build trust during academic advising. I used to be a student not very long ago, so I would like to always think in their position. The students will tend to share more when they feel respect. Respect does not mean to be kind and polite only but also means to understand them and make them feel that you are dependable.

With trust being built, the next step is to figure out the student‚Äôs underlying concern so that we can provide targeted advisement. Our students have a diverse background from every aspect. Their needs can be of great difference. For instance, about half of the students in my class are doing full-time jobs meanwhile when they are full-time students here. They comprised a very special student body different from many others like me when I was a student. Their work-life balance is challenging and has a huge impact on their needs and goals. Therefore, making our advisement informative and accurate is important to them. They do not have time to linger over too general or vague information that doesn’t work well specifically for them.

As a faculty who has the least advisement experience in my department, I strive to make my advisement informative and accurate. But there are still things that sometimes I am not quite sure about. I will make sure that I am honest with my students and never mislead them. I usually ask for my colleagues’ help who are knowledgeable and have rich experience in certain topics. Meanwhile, I learn from my colleagues by joining their conversations with the student or by consulting them afterward. Another approach I usually take is to show my students the available tools and resources, and let them know which department/center/person they can reach out to to find the accurate answer whenever they need it.

Academic advisement is a lifelong learning process. We learn from our experiences and keep adjusting our approaches. However, no matter what approaches I use, I will keep in mind to put students ‚Äė needs as the top priority.

Milonas – Academic Advising Philosophy

“Listen, Understand, Collaborate”

Personal advisement philosophy

In my role as academic advisor,  I seek  to approach academic advising as a human experience by interacting with each student as a unique individual with unique backgrounds and experiences and with a unique journey both professionally, academically and personally.

Student Advisement Plan

My academic advisement priority is to listen with empathy and attempt to understand each student’s journey. It is also my priority to speak with an awareness of each student’s uniqueness and diverse backgrounds and to academically advise them with patients and understanding. I feel kindness and empathy can make the greatest impact on a student not only in propelling them in their academic path but also in validating them as humans.

The Restorative Dentistry Department Advisement Philosophy (Prof. Andreescu & Prof. Alter)

“Meaningful – Focused – Engaged”

Personal Advisement Philosophy
In my role as an advisor, I focus in creating an environment where students feel confident to discuss their academic and professional goals and to assist and guide them in achieving their aspirations through the developing, pursuing and completing their individual action plan.

Student Advisement Plan
My advisement aims on inspiring students to achieve their highest academic and professional potential by providing resources and applying strategies that will stimulate their careers’ growth and prepare them for the future. My upcoming objectives are to find and implement new and innovative methods for increasing my efficiency, and to expand my expertise by collaborating with others that have more experience in providing students’ advisement.

Advisement Philosophy

I view academic advising as time to communicate, engage and support students while at City Tech.  Communication is essential to academic advisement; students need to know how to navigate through program and college degree requirements, financial aid, and other academic issues. These elemental issues should be addressed before an advanced level of advising can occur. 

There is a difference between academic advisement and career advisement.  I view it in a bifurcated way; academic advising primary goal is to ensure students are on a timely path to graduation and a career advisement goal is to identify interests and talent.  Career advisement integrates self awareness of individual capabilities, goal setting and academic path choice with the advancement of students’ aspirations. It is my experience that the clearer students are about their career goals the more engaged they are in their academic work.  A supportive career advisor encourages students to be self analyzing and acquire the tools needed to achieve their goals.

Student Life and Development

Mission Statement

The Office of Student Life and Development supports the mission of New York City College of Technology through the intentional design and implementation of developmental activities, experiences, and services that foster a supportive, challenging and nurturing environment. Student Life provides opportunities for City tech students to engage in purposeful and transformative learning to prepare them to be active learners, successful graduates, and engaged global citizens.

Student Life & Development Key Functions

Programming developed and/or sponsored by the Office of Student Life and Development is organized into four categories:

  • Leadership Development
  • Diversity Education
  • Community Service and Civic Engagement
  • Social and Community Awareness

City Tech students participate in more than 35 programs, reflecting a broad range of academic and social interests. Working closely with student clubs and the Student Government Association, Student Life and Development promotes full participation and access to student events and activities without regard to race, ethnicity, gender, socioeconomic status, age, religion, disability status, gender identity, sexual orientation or national origin.

SLD Contributes to Student Retention and Persistence”

Through targeted programming Student Life and Development utilizes academic and social integration strategies to support student success and timely graduation.  By participating in workshops and activities, students develop sustainable skillsets to build resilience and prepare them for life after the completion of their degree.  To promote student mental, physical, and emotional well-being, SLD collaborates with institutional partners and outside organizations to address personal barriers that may hinder a student’s ability succeed.

Opportunities for Collaboration:

To cultivate a greater sense of community, cross-divisional information needs to be more transparent and accessible

    • SLD will utilize their social media and other accessible communication platforms to collect data, redistribute information, and assist in engaging students
    • Through Presence, SLD will serve as an information hub for events and activities throughout the college

An inventory of current resources is needed to funnel out how the college community can support one another, instead of duplicating initiatives

      • SLD will provide a detailed description of events being provided throughout the academic semester and will make further efforts to outreach to various departments throughout the college community, assisting with their event-planning and participation

Student involvement is needed at every discussion table when decisions are being made about student activities

      • SLD will continue to advocate for students to become active members of planning committees
      • Current student senators ought to be utilized to a larger extent to promote student engagement within respective areas. Further, they should be deployed to bridge the gap between the administration and their peers by developing meaningful connections and serving as information conduits
      • SLD will encourage SGA senators to reach out to their divisional Deans, thus establishing relationships

Faculty and staff need to make themselves more accessible for extracurricular activities to create a stronger sense of agency

      • SLD will outreach to faculty and other staff members to request participation

The college needs to be cohesive and consistent as to what platforms are being utilized for student instruction and activities. Additionally, cross-divisional training for said platforms is essential to appropriately guide students when assistance is required

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

How does your work contribute to student retention and persistence?

Through targeted programming Student Life and Development utilizes academic and social integration strategies to support student success and timely graduation.  By participating in workshops and activities, students develop sustainable skillsets to build resilience and prepare them for life after the completion of their degree.  To promote student mental, physical, and emotional well-being, SLD collaborates with institutional partners and outside organizations to address personal barriers that may hinder a student’s ability to succeed.

At what point in a student’s academic experience do you usually meet them?

Students who become active participants in SLD activities and programming do so at the beginning of their academic career.

Is there a time that you believe a student should first engage with your program?

It is important for students to familiarize themselves with all that SLD has to offer from start to finish.  Ideally, a student’s first interaction with SLD would be before the commencement of their first semester at the college.  This would promote the building of connections with their peers and the administration, familiarize them with other support services and academic departments, and allow them to become acquainted with extracurricular activities to support their success and further develop networking opportunities.

How often should they engage with your program?

SLD offers a multitude of opportunities for students to stay engaged.  We encourage them to regularly participate in the diverse programming that we offer, whether they are looking for leadership opportunities, civil engagement, peer support, networking etc.

When you meet with a student for the first time, what do you wish to accomplish?

I want the student to have a safe space to explore and ask questions.

How do you ensure students receive the appropriate amount of support to persist to the next semester?

Throughout the academic semester a wide array of activities are made available.  Students are provided with continuous information about events and activities that are happening throughout the semester. When students participate in our workshops a log is kept of their participation and oftentimes follow-ups are conducted. To make certain that students feel supported in different ways, opportunities are made available continuously throughout the semester.  Students are notified of these events through social media, emails and texting.

Today we are speaking of persistence and retention, are there other means in which to measure achievement?

Growth Mindset (Does the student believe that they can do better with dedication, time and effort?)

Are they able to set future goals and have a plan on to achieve those goals?

How have they done academically?

How long has the student taken to complete their degree?

How do you assess student achievement?

 

Do you believe students are aware of how your area contributes to their short- and long-term goals which lead to graduation?

I think that students who partake in SLD activities are obviously aware of the benefits, but those who do not are somewhat clueless.

How do we ensure students know how your area contributes to student success?

Provide information through different avenues, at different times, in a comprehensive manner.